Poetry Portfolio - Page Text Content

2: Poetry Terms | Couplet In a poem, a pair of lines that are the same length and usually rhyme and form a complete thought. E.X.:I Really cannot Rhyme; I've now run out of Time

3: Blank verse Poetry that is written in unrhymed pentameter E.X.: I really don't like this; Because I can't Rhyme.

4: Poetry Terms, Cont. Haiku A Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku often reflect on some aspect of nature. E.X.: walk across sand And find myself blistering In the hot, hot heat

6: Poetry Analysis | “Birches” – Robert Frost WHEN I see birches bend to left and right Across the line of straighter darker trees, I like to think some boy's been swinging them. But swinging doesn't bend them down to stay. Ice-storms do that. Often you must have seen them 5 Loaded with ice a sunny winter morning After a rain. They click upon themselves As the breeze rises, and turn many-colored As the stir cracks and crazes their enamel. Soon the sun's warmth makes them shed crystal shells 10

7: Shattering and avalanching on the snow-crust— Such heaps of broken glass to sweep away You'd think the inner dome of heaven had fallen. They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed 15 So low for long, they never right themselves: You may see their trunks arching in the woods Years afterwards, trailing their leaves on the ground Like girls on hands and knees that throw their hair Before them over their heads to dry in the sun. 20 But I was going to say when Truth broke in With all her matter-of-fact about the ice-storm (Now am I free to be poetical?) I should prefer to have some boy bend them As he went out and in to fetch the cows— 25 Some boy too far from town to learn baseball, Whose only play was what he found himself, Summer or winter, and could play alone. One by one he subdued his father's trees By riding them down over and over again 30 Until he took the stiffness out of them, And not one but hung limp, not one was left For him to conquer. He learned all there was To learn about not launching out too soon And so not carrying the tree away 35 Clear to the ground. He always kept his poise To the top branches, climbing carefully With the same pains you use to fill a cup Up to the brim, and even above the brim. Then he flung outward, feet first, with a swish, 40 Kicking his way down through the air to the ground. So was I once myself a swinger of birches; And so I dream of going back to be. It's when I'm weary of considerations, And life is too much like a pathless wood 45 Where your face burns and tickles with the cobwebs

8: "Birches, Continued Where your face burns and tickles with the cobwebs Broken across it, and one eye is weeping From a twig's having lashed across it open. I'd like to get away from earth awhile And then come back to it and begin over. 50 May no fate wilfully misunderstand me And half grant what I wish and snatch me away Not to return. Earth's the right place for love: I don't know where it's likely to go better. I'd like to go by climbing a birch tree, 55 And climb black branches up a snow-white trunk Toward heaven, till the tree could bear no more, But dipped its top and set me down again. That would be good both going and coming back. One could do worse than be a swinger of birches. 60

10: TPCASTT | T: I think the title suggests the poem is about trees. P: Robert Frost always sees boys swinging on the branches of Birche trees when he looks at them. He thinks that Ice storms can do that, too. To him, snow makes trees bend. C: 1. Mood: "One could do worse than be a swinger of Birches." This is important because it is basically saying that people can do worse things than grow up. 2. Imagry: "You'd think the inner dome of heaven had fallen." Obviously, this cannot happen. This helps the poem because it gets the reader to think. 3. Personification: "But I was going to say when Truth broke in." Truth is not a living thing. This heps the poem because it gives the reader a sense of imagery in a way; it creates the thought of "Truth" breaking down a door. 4. Imagery: "As the breeze rises, and turns many-colored," This helps give you an idea of the breeze actually taking form and is visible. 5. Simile: "And life is too much like a pathless wood." This means that life doesn't have any boundries. This is important because it almost sums up the whole poem.

11: A:I think that the attitude of the author when he wrote this calm and peaceful. S: Punctuation: Frost seams to use alot of puntuation in his writing at the beginning of the poem, and then less is used towards the end. This helps one understand the poem easier because it becomes less complicated. T: I think that the theme is that when children grow up, they think alot differently. T: Now that I read the poem, I think that a tree helps symbolilizes the path we must take; in essence, i think he chose a tree as the title because trees usually have notches, which symbolize the bumps in our path. When the Branches split, it symbolizes the choices we must make.

12: Narrative | Walking down the red-brick road, I stopped to look at the blue toad. Toads are usually not blue. Maybe it has the Blue Flu. Maybe it belongs in the zoo. Man, my writing's not on cue. Maybe it belongs to lou. He found a very blue toad. If i remember right, it was on a red brick road.

13: Ode | Oh, old books, i'll miss you. You always filled me with knowledge. And, my favorite teachers; you always helped me get through the tough times this year. My friends: you were the greatest. You never ceased to make me laugh in homeroom. And ah, Favorite lunch table. I hope you'll serve next year's sevies well. And last but not least, I hope that i'll do good as an eigth grader. This was an ode to the 7a class of 2008-09.